Abstract
The topic of the present contribution is a study of the special needs teacher in the high school. The aim of the study is to investigate the elements which concur in shaping the professional profile of the special needs teacher, the connections between these factors and the ways in which they are expressed in professional practice. In particular, some questions have guided the study: what is the professional epistemology (in terms of knowledge and competences) of the special needs teacher in the context of the high school? What are his/her practices? What elements and/or subjects of the school system influence his/her role and practice? What are his/her needs in terms of professional training and development? The study, the outcomes of which are discussed in the essay, has been organized into two phases: the ‘macro’ phase, which has had an explorative character, and the ‘micro’ phase, which has had a hermeneuticinterpretative character.
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